NYC Teacher Calls for End to 'Equity' Grading Policies Destroying Schools

Educator says lax attendance and grading standards are cheating students, especially those from disadvantaged backgrounds.

Apr. 17, 2026 at 10:09pm

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A brightly colored, high-contrast silkscreen print of a stack of textbooks and school supplies repeated in a tight grid pattern, conceptually representing the need to restore academic rigor in New York City public schools.A pop art-inspired illustration captures the vibrant energy and creative spirit of the community celebration marking Rainbow Grocery's 50th anniversary.NYC Today

A New York City public high school teacher is speaking out against the Department of Education's lenient grading and attendance policies, which he says are intended to boost graduation rates but are actually harming students, especially those from low-income and minority communities. The teacher argues that the policies, which include forbidding teachers from factoring attendance into grades, imposing artificial minimum grades, and eliminating late penalties, have created an 'upside-down world' where students can skip months of class and still pass. He is calling on the new schools chancellor, Kamar Samuels, to restore rigor by bringing back attendance as a grading factor, stopping the practice of giving credit for missed assignments, and increasing transparency around class-cutting rates.

Why it matters

These policies, while intended to promote 'equity,' are actually depriving disadvantaged students of the education they deserve by allowing them to skip class without consequence. This is contributing to widening achievement gaps and preventing students from developing the skills and discipline needed to succeed. Restoring academic rigor is crucial for ensuring all students receive a high-quality education.

The details

The teacher describes extreme examples of students receiving credit for classes they barely attended, including one who passed an entire semester without showing up. He says the Department of Education has essentially made attendance optional by forbidding teachers from factoring it into grades, while also imposing an artificial minimum grade of 55% and eliminating late penalties. This has created perverse incentives for students to skip class, with class-cutting rates soaring. The teacher argues these policies have been disastrous, especially for disadvantaged students, and must be reversed.

  • Since the COVID-19 pandemic, the Department of Education has had these lax attendance and grading policies in place.
  • The new schools chancellor, Kamar Samuels, has promised to bring 'rigor' back to the city's education system.

The players

Kamar Samuels

The new schools chancellor appointed by Mayor Zohran Mamdani, who has promised to restore 'rigor' to the New York City education system.

Mike Dowd

A New York City public high school teacher who is speaking out against the Department of Education's lenient grading and attendance policies.

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What they’re saying

“If Samuels is serious about rigor, he needs to turn this around — and fast. Attendance must return as a component in grading. Schools need to stop giving near-passing grades for missed assignments, and ban end-of-semester 'makeup' packets for students we barely see.”

— Mike Dowd, New York City public high school teacher

“Tragically, that school served mostly low-income students of color — cheated out of the education they deserved by administrators' reluctance to set higher standards.”

— Mike Dowd, New York City public high school teacher

What’s next

Chancellor Samuels is expected to announce specific policy changes to restore academic rigor and accountability in New York City public schools in the coming weeks.

The takeaway

The erosion of academic standards and accountability in the name of 'equity' has had the opposite effect, depriving disadvantaged students of the quality education they need to succeed. Restoring rigor, including by making attendance a factor in grading, is crucial for ensuring all students receive a high-quality education and developing the skills and discipline to thrive.